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This work investigates composites from renewable resources that exhibit high flexibility. The effect of three different weft-knitted structures on the tensile properties, flexural properties, tear resistance and puncture impact properties is analyzed in combination with two different flexible matrix materials. Furthermore, the potential of the knitted structures in flexible composites is compared to a woven fabric and comprehensively discussed. The tear resistance and the total absorbed energy in puncture impact tests were unaffected by the matrix material. Among the knitted structures, the highest tensile strength, tear resistance and impact properties were achieved with the interlock structure, whereas the double jersey with tuck stitch structure resulted in the lowest flexural modulus. However, a much higher tensile strength was achieved with the woven fabric, at the expense of a higher flexural modulus. Overall, knitted structures proved promising to be used in bio-based flexible composites for applications requiring high flexibility without the need for high tensile strength.

BackgroundIndividuals with chronic traumatic brain injury (TBI) are often affected by communication disorders which might have an impact on their social participation. Due to possible cognitive and communicative disabilities, as well as impairments of social cognitive skills, individuals with TBI have been observed to exhibit difficulties in maintaining and establishing social relationships, resulting in a greater risk of social isolation. This applies to both in-person as well as computer-mediated communication (CMC), which is considered an integral part of everyday life. Research on digital participation in the TBI population has focused on the possible challenges and barriers, but also on the benefits of CMC for social interactions. Guidelines from professional societies recommend questionnaires and checklists for assessing restrictions of communicative participation (e.g., ASHA, INCOG). However, there is no overview of whether the available instruments can capture digital aspects of participation or social media use in TBI.AimIn this scoping review, following the PRISMA criteria, we aimed to provide an overview over currently available instruments that help assess CMC use as a measure of digital participation in the TBI population.MethodThe databases Web of Science Core Collection, Ovid, PsycInfo and Psyndex were screened for publications between the years 2013 and 2023 with relevant search terms referring to social participation, assessment tools, CMC and the target group, in order to find suitable tools to assess digital participation in individuals with TBI. In a multistage selection process following the PRISMA criteria, the instruments found were examined in terms of items that assess digital participation. The outcome of the review is an overview of the status quo of potentially available instruments that capture aspects of CMC.ResultsFollowing a screening on title/abstract and full-text level, a total of 10 studies could be identified that present assessment tools that evaluate CMC use as a measure of digital participation in the TBI population. Said studies were analyzed and compared in terms of content according to the selected parameters.ConclusionDigital participation is an important aspect of everyday lives for individuals with TBI. Therefore, CMC should be an integral part of rehabilitation. The existing appropriate questionnaires uncovered in the current study should therefore be applied routinely to detect impairments in CMC and digital participation. Overall, however, there is still a great need for research in the field of CMC, both regarding methods for measuring digital participation disorders as well as resources.Systematic Review Registrationhttps://www.germanistik.uni-muenchen.de/forschung/proj_gl/review_participation_tbi.pdf.

Higher education institutions (HEIs) have been going through far-reaching processes of transformation in terms of their missions in teaching, research, and societal impact. Contrary to their previous understanding and mission, Austrian universities are now increasingly required to contribute evidence from research and teaching to meet social challenges and to cooperate with community partners. This forces an understanding of HEIs as a driver for social innovation and requires educational leadership on multiple levels. Overall, campus community partnerships (CCPs) emerge as a dimension of a new culture of cooperation between HEIs and civil society which includes individual, organizational and inter-organizational learning. As, CCPs basically depend on the individual efforts, ambitions and networks of faculty members and educators we raise the questions, (1) who takes the lead for their initiation and maintenance, and (2) to which degree these partnerships have been institutionalized and supported so far. These questions are discussed in the framework of their significance for educational leadership for the establishment of suitable framework conditions for the promotion of social innovation for CCPs. These questions are particularly of interest for the German speaking countries like Austria, since CCPs in this context still have little tradition across the higher education sector. In this brief research report, results from a recent survey (2022; N = 107) concerning the initiation, support structures and formalization of CCPs in Austrian HEIs are presented, and conclusions for educational leadership principles for CCPs are discussed.

In this work, the concept of fracture toughness improvement via spatial variation of mechanical properties is applied to a composite with 100% bio-based carbon content based on epoxidized linseed oil. By proper selection of the hardener, either citric acid or sebacic acid, the mechanical properties were adjusted in a way that a bio-composite exhibits a stiff-soft-stiff layer architecture. Samples with two different thicknesses of soft interlayer (approx. 0.1 mm and 1.3 mm) were subsequently analyzed regarding their final performance. Specimen characteristics, owing to the curing and manufacturing process, were analyzed by means of local Fourier-transform infrared spectroscopy and differential scanning calorimetry. Fracture mechanics tests were performed to verify if the soft interlayer acts as a crack arrester. The results propose a high chemical compatibility between the used epoxy resins. Embedding a soft thin interlayer into a stiff resin matrix led to an increase in fracture toughness of 13 times, compared to the pure stiff resin. An increase in interlayer thickness led to a further increase in fracture toughness of 24 times. However, the stiffness decreased by 44% and 67%, respectively.

Ausgehend von der gleichnamigen Jahrestagung des internationalen Hochschulnetzwerks „Bildung durch Verantwortung“, die im Herbst 2022 zum ersten Mal in Österreich stattfgefunden hat, nimmt das Themenheft „Campus Community Partnerships“ (CCPs) in den Blick, d.h. die Zusammenarbeit von Hochschulen und Community-Partner:innen mit der Zielsetzung, sowohl wissenschaftliche Auseinandersetzungen als auch gesellschaftlich relevante Problemstellungen sinnstiftend zu verknüpfen. Einen aktuellen empirischen Überblick zur Zusammenarbeit von Hochschulen und Praxispartner:innen (CCPs) gibt es für den deutschsprachigen Raum derzeit noch nicht, auch fehlt es nach wie vor an systematischer empirischer Forschung. Das Themenheft widmet sich dieser Forschungslücke auf Initiative des Forschungsnetzwerks „Hochschulen Engagiert Österreich“, ein 2019 gegründeter Zusammenschluss von Wissenschaftler:innen unterschiedlicher Hochschulen in Österreich, die sich mit dem Thema Zusammenarbeit zwischen Hochschule und Gesellschaft in ihrer Forschung und Lehre beschäftigen und dabei das Ziel verfolgen, wissenschaftliche Erkenntnisse zu sammeln, für den österreichischen Hochschulkontext zu erschließen und auf diese Weise das Thema in Österreich systematisch voranzutreiben

IntroductionDiversity is considered central to the capacity of higher education institutions to thrive in an increasingly diverse society. Accordingly, diversity policies are developed and initiated to benefit students from diverse backgrounds. However, little is known about how students themselves assess these diversity policies (student voice).MethodsThe systematic review described in this paper hence seeks to provide an overview of empirical evidence on student voice of diversity policies in higher education, looking thereby at corresponding studies published between 2000 and 2020. Of the 1,090 studies identified in the screening process, 21 were included in the final analysis.ResultsTwo thematic strands emerged in the thematic analysis: diversity policies aiming at opening access to higher education and the representation of student voice.DiscussionThe review concludes with specific policy and research recommendations in this field.

Higher education has become increasingly mobile and international, with many students taking the opportunity to study abroad during their studies. When they do so, forming and maintaining social networks is fundamental for their development of a sense of social inclusion. According to Coleman’s model of concentric circles, international students can establish networks with students from their own country (inner circle), with other international students (middle circle) and with local students (outer circle). This study explores various formats of organised student encounters in these three circles which contribute to the social inclusion of international students. The article is based on desk research of 15 formats of intercultural student encounters which facilitate social network formation during a study placement abroad in six countries in Europe. The findings show that all the studied formats of organised student encounters facilitate social networks in the middle and outer circles, while those in the inner circle are established by the students themselves and through informal social interaction. Formats embedded in the curriculum are most suited to facilitating social network formation throughout the academic year. Extracurricular formats, in contrast, tend to be single occasion activities without follow‐up. The study shows that universities can facilitate social network formation and assist social inclusion for international students through organised encounters in which international and local students meet. Organising such encounters does, however, require resources, evaluation, and adequate funding.

Diversität betrifft alle Bereiche des hochschulischen Lebens sowie die Hochschulpolitik, -forschung und -entwicklung. Bislang wenig Aufmerksamkeit wurde dem Bereich der Studienprogrammentwicklung geschenkt, in dem sich institutionelle und demografische Diversität überlappen (GAISCH & LINDE, 2019) und die Weichen für hochschulische Inklusion und Exklusion bereits in den Zulassungsbedingungen gestellt werden. Der vorliegende Beitrag widmet sich daher den Entstehungsbedingungen und konkreten Auswirkungen der Entwickung neuer Weiterbildungsprogramme auf kulturelle und altersbezogene Diversität an der Hochschule. Dazu werden zwei Beispiele kürzlich entwickelter Programme an der Universität Wien präsentiert und in ihren Konsequenzen für die hochschulische Inklusion kritisch beleuchtet.

Social innovation in Austrian HEIs is discussed under the headline of their “Third Mission.” The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level. Interestingly, the service learning approach as an innovative and socially responsible teaching methodology stands out in Austrian HE. This article classifies the developments of the Third Sector in Austria in the form of a policy brief. Austria has a growing community of practice in social innovation and service learning. The article gives insight into the strategic developments in Austria and is underpinned with recommendable action to be transferred to others.

Some matrix polymers, such as polyfurfuryl alcohol (PFA) generate water during the processing of fiber-reinforced polymer composites which slows down the process speed and may adversely affect the overall material properties. In this paper, the effect of the water absorbance characteristics of reinforcing fibers on the process ability of PFA composites at short cycle times (industrial processing) is investigated and evaluated. Natural and synthetic fiber types which exhibit a high, medium, and low water absorbance capacity as well as different textile architectures are compared. The processing-induced composite morphology is assessed and correlated with the material’s mechanical properties. The results reveal a high potential of hydrophilic natural fibers for significantly reducing the processing time while maintaining the overall performance characteristics of PFA composites.

The main focus of this work is to investigate the degradation behavior of two newly developed encapsulants for photovoltaic applications (thermoplastic polyolefin (TPO) and polyolefin elastomer (POE)), compared to the most widely used Ethylene Vinyl Acetate (EVA) upon exposure to two different artificial ageing tests (with and without ultraviolet (UV) irradiation). Additive composition, optical and thermal properties and chemical structure (investigated by means of Thermal Desorption Gas Chromatography coupled to Mass Spectrometry, UV-Visible-Near Infrared spectroscopy, Differential Scanning Calorimetry, Thermogravimetric Analysis and Fourier Transform-Infrared spectroscopy, respectively) of the analyzed polymers were monitored throughout the exposure to artificial ageing tests. Relevant signs of photo-oxidation were detectable for TPO after the UV test, as well as a depletion of material’s stabilizers. Signs of degradation for EVA and POE were detected when the UV dose applied was equal to 200 kW h m−2. A novel approach is presented to derive information of oxidation induction time/dose from thermogravimetric measurements that correlate well with results obtained by using oxidation indices.

Several studies have investigated (pre-service) teachers' attitudes toward inclusion. However, most have focused on teachers' attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised version of the Attitudes to Inclusion Scale (AIS). The psychometric quality of the revised scale was examined. The results indicated a high reliability, and the two-dimensional factor structure was confirmed by a confirmatory factor analysis. Some evidence for convergent validity was found. More positive attitudes towards inclusive schooling were found among pre-service teachers focusing on inclusive education within their teacher training programme, female teachers, and pre-service teachers with a migration background.

In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A multi-perspective study on German language support', 12 interviews with German language support teachers and school principals were conducted. Following a prototypical case study analysis, four models of implementation were identified: (1) Segregationmodel, (2) Mixed segregated and integrated model, (3) Individualized language support, and (4) Inclusive support model. Given that thisis the first study in Austria to show the concrete implementation models of German language support in schoolsFindings highlight important implications for school principals and educational policy makers.

Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two 'practice worlds' - university teacher education and school practice - based on the example of the Austrian 'Partner School Programme' in order to overcome the theory-practice divide. In this conceptual paper, we explore how the 'Partner School Programme' has aimed at bridging the two 'practice worlds' by enhancing collaboration between universities and schools in different ways: pre-service teachers can take part in fieldwork in schools within the framework of a project ("project-based learning"), a research activity ("community-based research") or an organised service ("service-learning"). The paper shows the relevance of developing integrated approaches for encouraging pre-service teachers' reflective practice as thorough preparation for their subsequent careers and provides teacher educators with new ideas for practical fieldwork.

The ever-growing spread of resistance in medicine and agriculture highlights the need to identify new antimicrobials. Microbial volatile organic compounds (VOCs) are one of the most promising groups of chemicals to meet this need. These rarely exploited molecules exhibit antimicrobial activity and their high vapour pressure makes them ideal for application in surface sterilisation, and in particular, in biofumigation. Therefore, we adapted the previously developed Two Clamp VOCs Assay (TCVA) to a new high-throughput screening for the detection of novel antifungal VOCs from metagenomic clone libraries. As a proof of concept, we tested the new high-throughput TCVA (htTCVA) by sourcing a moss metagenomic library against Fusarium culmorum. This led to the identification of five clones that inhibited the growth of mycelium and spores in vitro by up to 8% and 30% and subsequently, to the identification of VOCs that are potentially, and in part responsible for the clones’ antifungal activity. For these VOCs, the in vitro effect of the pure compounds was as high as 100%. These results demonstrate the robustness and feasibility of the htTCVA, which provides access to completely new and unexplored biosynthetic pathways and their secondary metabolites.

Service learning as a pedagogical approach has gained enormous significance in higher education in the last years. Service learning projects aim to strengthen students’ relationships with the community, while also providing impetus for their personal development and civic engagement skills. Measuring service learning, however, is complex, and approaches range from quantitative psychological tools to qualitative reflective practice. This study presents the results of a narrative evaluation of six service-learning projects with 45 students across Europe, using a reflective logbook with weekly assignments. Results show that service learning is relevant for students on three levels: relevance of contents, relevance for working life, and relevance for skills development.

Der gesamtgesellschaftliche Bildungsauftrag von Universitäten besagt, dass offene Universitäten einen Beitrag zu einer offenen Gesellschaft leisten sollen, wenn sie nicht in Isolation lehren und forschen wollen. Grundsätzlich bekennen sich Universitäten in ihren strategischen Dokumenten zu ihrer Verantwortung der Stadt, der regionalen Wirtschaft und den Einrichtungen der Zivilgesellschaft gegenüber. Allerdings sehen wir Aufholbedarf. Projekte in zwei Handlungsfeldern – zur Öffnung der Hochschulen und zur Wahrnehmung gesellschaftlicher Verantwortung – veranschaulichen, wie die Brücke zwischen Bekenntnis und Umsetzung geschlagen werden kann.

The purpose of this article is to critically reflect upon current translation practices in the context of qualitative social research from the perspectives of both social science and translation science. This article connects epistemological issues with methodological aspects and experiences from daily project work—fully being aware of the tensions that arise when connecting these approaches. After describing the most challenging issues, methodological recommendations and guidelines for quality assurance are elaborated which can be understood as a supportive tool for qualitative research practice and as a basis for further discussion. This article brings insights from translation science into empirical practice in social science and thus contributes to improving the quality of translation processes in qualitative research. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1102106

AbstractBased on the Transactional Model of Stress and Coping, this study examined the effectiveness of a brief psychological intervention to reduce study-related stress and enhance well-being. Our three-hour intervention taught students psychological strategies to cope with stress specifically tailored to their study situation. Our sample (N = 56) was comprised of advanced law students who were within a 12-to-18-month period of exam preparation. We applied a randomized controlled trial which included an intervention and an active waitlist control group. Students gave self-reports immediately before and after the intervention, as well as at baseline, one, and two weeks later (post and follow-up). Repeated-measure analyses of variance revealed a significant stress reduction right after the intervention but no significant improvement in well-being. Post-measurement showed a reverse pattern in that the intervention significantly enhanced students’ well-being but did not reduce their stress. Intervention effects remained stable at follow-up. The waitlist control group also showed lower levels of stress and higher levels of well-being after receiving the intervention. Overall, the brief intervention showed short-term effectiveness, boosting study-related well-being in particular. These results expand previous findings demonstrating the effectiveness of brief interventions during study periods with chronic stress characteristics.